William T. Grant Scholars

This project explores relationships between religion and self-image, educational/career aspirations, and educational achievement in youth.

This project involves a series of studies testing a model of the well-documented ethnic achievement gap between Black and Latino students on the one hand and White and Asian students on the other.

This project tracks the development of one-to-one mentoring relationships and explores how these relationships are related to youth outcomes.

What biological, cognitive, emotional, and social factors predict the emergence of affective disorders in adolescents as they transition to early adulthood?

How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration status?

How do positive emotions and positive child-parent interactions impact adolescent development?

This study will examine the relationship between classroom, school, and neighborhood peer group composition and individual outcomes, including academic achievement and substance abuse.

How and when do changes in mothers’ depression and stress affect the psychological and physiological development of children and adolescents in low-income families? How can we create welfare policy that aids clinically depressed mothers and fosters resilience among children who ...

To adapt and test the effectiveness of short-term cognitive-behavioral treatments for anxious and depressed youths seen for service in “real world” community settings.